What's Required Transition services means a coordinated set of activities for a student with a disability that--
Is designed within an results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
Is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests; and includes-- Instruction; Related services; Community experiences; The development of employment and other post-school adult living objectives; and If appropriate, acquisition of daily living skills and functional vocational evaluation.
Transition services for students with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. S.B. No. 1788 (Passed Spring 2011) Sec.29.0111, mandates that appropriate state transition planning under the procedure adopted under Section 29.011 must begin for a student not later than when the student reaches 14 years of age.
Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter the IEP must include—
Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
The transition services (including courses of study) needed to assist the child in reaching those goals.
Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under 34 CFR 300.320.
IEP Team, Transition services participants. The public agency must invite a child with a disability to attend the child’sIEP team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b). If the child does not attend the IEP team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered.To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.
Public agency responsibility--general. Each public agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate.
Failure to meet transition objectives. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with 34 CFR 300.324(c)(1) the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.
Additional Requirements under State Law: The commissioner shall by rule adopt procedures for compliance with federal requirements relating to transition services for students who are enrolled in special education programs under this subchapter. The procedures must specify the manner in which a student's admission, review, and dismissal committee must consider, and if appropriate, address the following issues in the student's individualized education program:
appropriate student involvement in the student's transition to life outside the public school system;
if the student is younger than 18 years of age, appropriate parental involvement in the student's transition;
if the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled;
any postsecondary education options;
a functional vocational evaluation;
employment goals and objectives;
if the student is at least 18 years of age, the availability of age-appropriate instructional environments;
independent living goals and objectives; and
appropriate circumstances for referring a student or the student's parents to a governmental agency for services.
What We Do
Transition services means a coordinated set of activities for a student with a disability that is based on the individual student’s needs, taking into account
the student’s strengths,
preferences,
interests,
which includes instruction,
related services,
community experience,
the development of employment and other post school adult living objectives,
and if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
All of these activities must be considered for each student, however specific activities should be determined by the needs of each student.
Transition is a results oriented process that is focused on improving the academic and functional achievement of a child with disabilities to facilitate the movement from school to post-school acitivites.
These activities begin by age 14 with postsecondary goals in education or training, employment and if appropriate, independent living skills based on age-appropriate transition assessments and, an examination of transition issues including the appropriate courses of study based on transition goals.
The IEP must include transition services needed to assist the student in reaching those goals.
Although transition planning must be in place by age 14, it can be completed earlier, depending on the needs of the student.
Earlier transition planning should especially be considered for students with moderate to severe disabilities who may need additional services from outside agencies with long waiting lists.
Appropriate student involvement in the student's transition to life outside the public school system includes student's participation in the ARD\IEP committee.
Best practices would indicate that to the extent possible, the student should lead a portion of the ARD/IEP meeting taking into consideration his or her capabilities.
The student must be invited to the ARD/IEP Committee meeting when transition services will be discussed.
TheARD/IEP Committee must make decisions regarding transition goals and services based on age-appropriate transition assessments.
The transition goals and services in the student’s IEP must be updated annually.
An ARD/IEP Committee must consider, and if appropriate, address the issue of a functional vocational evaluation.
A functiional vocational evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed.
The ARD/IEP Committee identifies students who will benefit from services in a vocational program such as Vocationa Adjustment Clacc (VAC) or Community Based Vocational Instruction (CBVI).
The functional vocational evaluation can be a useful tool in assessing progress for these students.
Age-appropriate instructional environments must be available for students who are 18 years of age and older.
The ARD/IEP committee must determine the appropriate environment for each student in this age category on a case-by-case basis, but decisions should be made by taking into consideration what typical students in general education are doing at that age (e.g. college, technical school, employment, volunteer positions,etc.) and the comparable environments available.
Transition planning is completed during the ARD/IEP committee meeting and focuses on assisting students with disabilities to become independent within the community, to the greatest extent possible.
For students with Autism Spectrum Disorders (ASD), IEP goals and objectives must address the skills necessary to function in current and future environments.
Transition (or futures) planning for students with ASD, at any age, includes ARD/IEP Committee determination of need, and establishment of a plan, if appropriate, to support the student’s successful transition from current to next environment(s).
Such support might also include assisting students to transition from elementary to middle school level, from middle to high school, and/or across instructional settings.
For all students with disabilities, the procedures below must be completed for effective postsecondary transition planning in the four areas:
Employment
Education
Independent Living
Recreation, Social, and Leisure Activities
Age Deadlines
By age 14, or younger per ARD/IEP committee decision, the ARD/IEP Committee must complete the Post Secondary Education Goals section of the ARD/IEP Supplement: Personal Graduation Plan Addressing Needed Transition Services. (This is not the purpose of a Personal Graduation Plan)
By age 15, or younger per ARD/IEP committee decision, the ARD/IEP Committee must complete the Post Secondary Education Goals section of the ARD/IEP Supplement: Personal Graduation Plan Addressing Needed Transition Services. (This is not the purpose of a Personal Graduation Plan)
By age 17, inform student/parent of transfer of rights to student when students reach age 18 and complete the transfer of rights statement in the ARD/IEP Supplement: Personal Graduation Plan Addressing Needed Transition Services. (This is not the purpose of a Personal Graduation Plan)
If a student's goal is to be employed after graduation from high school, the appropriate courses should be included in the IEP and addressed on the Graduation Options supplement; this begins documentation of the student's goals after graduation.
Adult service providers (agencies) should be included at the transition meeting prior to graduation, depending upon services needed. If an agency commits to providing a service and that service is never provided, the ARD/IEP committee must reconvene to determine how that need will be met.
Instructions for the Transition Summary of Performance for Seniors
For all graduating seniors, a Summary of Performance must be provided to the student, which includes the student's: postsecondary goals, academic achievement, functional performance, recommendations on how to assist the student in achieving his or her postsecondary goals, written recommendations of the agencies, and views of the parents and students.
If the student graduates under option "c" or b3" (depending upon the year the student entered ninth grade) an evaluation (or REED) must be included.
Best practices are to include the student in creating the SOP when possible and making the student aware of its contents.
The SOP is to be provided to the student to be used with agency and post secondary educational environments to facilitate the student’s post secondary transition.
This is not an ARD/IEP document, but a copy of this document must be placed in the student's state folder.
The Summary of Performance should include the following:
Demographics: Enter campus, year of graduation, student's name, date of birth, primary and other disabilities, dominant language and date of most recent ARD/IEP committee meeting in the appropriate spaces.
Student's Interest: Select the student's post-secondary interest. Both employment and education may apply. If the student is interested in employment, select part time or full time. Complete career interest section. “College” is not acceptable, because this section requires a career goal. If the student is identified as MR or MI and will not be attending college or seeking employment complete this section with "day activities" and proceed accordingly.
Student's Strengths:Review PLAAFPs (review EasyIEPIntroduction to PLAAFP and PLAAFP Part One). , also ask the student in what course he/she does best? (What are your favorite courses?). Attendance can also be included. Prompt the student if he/she cannot answer the question. If the student will be seeking employment, relate his/her strengths to the post-secondary career goal. This is more specific than student strengths and can include extra-curricular/community activities and other student accomplishments.
Recommendations/modifications/accommodations to consider for meeting post secondary education/training goals and/or employment goals: Ask the student what supports have worked for him/her in the past? (e.g. extended time, assignment notebook, etc.) and relate to the student's goal. If the student will be working with a job coach, place in this section.
Agency Information: Indicate how the student was linked to an agency, e.g. student is a client with (DARS , MHMRA), Student has completed an application with, student has met with a counselor at , student/parent received information about DARS on , etc.
Ensure all graduating seniors have a graduation option identified and a Summary of Performance completed.
Transition Coach
The Transition Coach is the campus resource person who should provide leadership for the transition planning process for the assigned high school and for feeder middle schools.
As the resource person, the TC should provide training for high school and middle school staff relative to the transition planning process and the completion of all required forms.
TCs should ensure campus staff is informed of any change in policies and procedures concerning transition planning or services.
It is also the responsibility of the TC to assist campuses to ensure current ARD/IEP data for required transition planning services are entered in a timely manner on the campus student information system.
Data Entry
Information data related to transition must be entered in Chancery SIS on the ARD/IEP panel under “Other Date Tracking.”
If the student is leaving the school setting, include a statement of each agency.
Obtain a Chancery SIS query to determine, for all students, when the Transition ARD/IEP is required based on the age and individual needs of students.
When transition will be discussed, include this on the Notice of ARD/IEP Committee Meeting.
Facilitate the participation of appropriate agencies (include on the Notice) at the scheduled ARD/IEP committee meeting.
Ensure students, teachers and parents have completed input forms that will help put into perspective each student’s stated or implied interests, preferences and vision.
If a student is unable to provide information for the Student Input form, vocational assessment or Kuder career assessment, then a Functional Vocational Evaluation should be completed.
When a student ,17 years of age or older, is enrolled in On the Job Training (OJT) services, “08” is used as the instructional arrangement code. This code can only be used for students who meet the legal requirements for employment and are receiving school credit for working. For students who do not meet the legal requirement, OJT services are not allowed. OJT can be identified as an elective on the Schedule of Services.
Sample ARD/IEP Statements for Needed Transition Services:Statement of Needed Transition Services within the ARD/IEP Document by age 14 (or younger per ARD/IEP decision), ARD/IEP Committee must complete the Post Secondary Education Goals section of the ARD/IEP Supplement: Personal Graduation Plan.
Student plans to attend college/university to pursue a career
Mary's interests/preferences are in the medical field. Mary will attend a (4 or 2) year college and pursue a career as a nurse. The committee agreed that Mary take recommended core courses, as well as organic chemistry to facilitate her goal. (If a Junior or Senior). Joe Smith, DARS representative attended the ARD/IEP committee meeting where Mary filled out an application to DARS. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Mary's annual ARD/IEP committee meeting. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Mary and her mother.
Student plans to get a job after high school
Jose's interests/preferences are in the auto mechanics field. Jose will pursue full time employment as a mechanic's helper after graduation. The committee agreed that Jose take Auto Mechanics 1 and 2 to support that goal- The Functional Vocational Assessment was completed and utilized in transition planning. (If a Junior or Senior) Joe Smith, DARSrepresentative was contacted and participated in the ARD/IEP committee meeting by telephone. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) (and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Jose's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Jose and his mother.
Student will work part-time and attend college part-time
Mei Ling's interests/preferences are in the business field. Mei Ling will pursue part-time employment and will attend a (4 or 2) year college on a part-time basis after graduation. She plans to take courses leading to a degree in business with her ultimate goal of becoming a sales manager. In order to earn an income, Mei Ling will find a job as a cashier at a grocery store. The committee agreed that Mei Ling take recommended core courses as well as accounting and business math to support her goals. (If a Junior or Senior) Joe Smith, DARS representative was contacted but was unable to attend. Stuart Small, spoke with Mr. Smith and shared the information with the ARD/IEP Committee.The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Mei Ling's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Mei Ling and her parents.
Student will attend a technical/trade school
Rick's interests/preferences are in the construction field. Rick will attend the Houston Construction Trades Institute and pursue a career in commercial plumbing. The committee agreed that Rick take business math and computer aided drafting to facilitate his goal. (If a Junior or Senior) DARS was contacted, but unable to attend, but Rick filled out an application during a DARS meeting on campus. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Rick's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Rick and his father.
Student will live at home and participate in supported employment
Maria's interests/preferences are in the retail field. Maria will live at home and participate in supported employment. The committee agreed that Maria take the following courses to facilitate her ultimate goal of working as a retail clerk. (If a Junior or Senior) Joe Smith, DARSrepresentative, attended the ARD/IEP committee meeting and Maria completed an application. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Maria's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee committee meeting) The Summary of Performance was completed and given to Maria and her parents. Maria will link to an agency and/or participate in a day activity or sheltered workshop.
Student will link to an agency and/or participate in a day activity or sheltered workshop
Mr. and Mrs. Nguyen's preference for Tran is that he enroll in a day activities program. Tran will live at home and participate in the day program at the Center, although Tran is his own guardian, his family will remain actively involved in Tran's decision-making. MHMRA was contacted and Ellen Dunn, Tran's case worker participated in the ARD/IEP committee meeting by telephone. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Since Tran was unable to assist in completing the student input form, a functional vocational evaluation was completed by Sue Short, Tran's teacher. Monitoring of transition plans will be accomplished through report cards and IEP review during Tran's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting). The Summary of Performance was completed and given to Tran and his parents.
STATE PERFORMANCE PLAN INDICATORS
State Performance Plan Indicator 13
“Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs.
There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.” State Performance Plan Indicator 14
“Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: enrolled in higher education within one year of leaving high school, enrolled in higher education or competitively employed within one year of leaving high school or enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.“
SPP Indicator 14 – Definitions
Enrolled in higher education – the student has been enrolled on a full-time or part-time basis in a community college (2-year) or college/university (4 or more years) for at least one complete term, at any time in the year since leaving high school.
Competitive employment – the student has worked for pay at or above the minimum wage in a setting with others who are nondisabled for a period of 20 hours a week for at least 90 days at any time in the year since leaving high school. This includes military employment.
Enrolled in other postsecondary education or training – the student has been enrolled on a full-time or part-time basis for at least one complete term at any time in the year since leaving high school in an education or training program (e.g., Job Corps, adult education, workforce development program, vocational technical school which is less than a 2-year program).
Some other employment – the student has worked for pay or been self-employed for a period of at least 90 days at any time in the year since leaving high school. This includes working in a family
What's Required
Transition services means a coordinated set of activities for a student with a disability that--
- Is designed within an results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
- Is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests; and includes-- Instruction; Related services; Community experiences; The development of employment and other post-school adult living objectives; and If appropriate, acquisition of daily living skills and functional vocational evaluation.
Transition services for students with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. S.B. No. 1788 (Passed Spring 2011) Sec.29.0111, mandates that appropriate state transition planning under the procedure adopted under Section 29.011 must begin for a student not later than when the student reaches 14 years of age.Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter the IEP must include—
Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under 34 CFR 300.320.
IEP Team, Transition services participants. The public agency must invite a child with a disability to attend the child’sIEP team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b). If the child does not attend the IEP team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered.To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.
Public agency responsibility--general. Each public agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate.
Failure to meet transition objectives. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with 34 CFR 300.324(c)(1) the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.
Additional Requirements under State Law: The commissioner shall by rule adopt procedures for compliance with federal requirements relating to transition services for students who are enrolled in special education programs under this subchapter. The procedures must specify the manner in which a student's admission, review, and dismissal committee must consider, and if appropriate, address the following issues in the student's individualized education program:
What We Do
Age Deadlines
Instructions for the Transition Summary of Performance for Seniors
Transition Coach
Data Entry
When a student ,17 years of age or older, is enrolled in On the Job Training (OJT) services, “08” is used as the instructional arrangement code. This code can only be used for students who meet the legal requirements for employment and are receiving school credit for working. For students who do not meet the legal requirement, OJT services are not allowed. OJT can be identified as an elective on the Schedule of Services.
Sample ARD/IEP Statements for Needed Transition Services: Statement of Needed Transition Services within the ARD/IEP Document by age 14 (or younger per ARD/IEP decision), ARD/IEP Committee must complete the Post Secondary Education Goals section of the ARD/IEP Supplement: Personal Graduation Plan.
Student plans to attend college/university to pursue a career
Mary's interests/preferences are in the medical field. Mary will attend a (4 or 2) year college and pursue a career as a nurse. The committee agreed that Mary take recommended core courses, as well as organic chemistry to facilitate her goal. (If a Junior or Senior). Joe Smith, DARS representative attended the ARD/IEP committee meeting where Mary filled out an application to DARS. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Mary's annual ARD/IEP committee meeting. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Mary and her mother.Student plans to get a job after high school
Jose's interests/preferences are in the auto mechanics field. Jose will pursue full time employment as a mechanic's helper after graduation. The committee agreed that Jose take Auto Mechanics 1 and 2 to support that goal- The Functional Vocational Assessment was completed and utilized in transition planning. (If a Junior or Senior) Joe Smith, DARSrepresentative was contacted and participated in the ARD/IEP committee meeting by telephone. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) (and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Jose's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Jose and his mother.Student will work part-time and attend college part-time
Mei Ling's interests/preferences are in the business field. Mei Ling will pursue part-time employment and will attend a (4 or 2) year college on a part-time basis after graduation. She plans to take courses leading to a degree in business with her ultimate goal of becoming a sales manager. In order to earn an income, Mei Ling will find a job as a cashier at a grocery store. The committee agreed that Mei Ling take recommended core courses as well as accounting and business math to support her goals. (If a Junior or Senior) Joe Smith, DARS representative was contacted but was unable to attend. Stuart Small, spoke with Mr. Smith and shared the information with the ARD/IEP Committee.The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Mei Ling's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Mei Ling and her parents.Student will attend a technical/trade school
Rick's interests/preferences are in the construction field. Rick will attend the Houston Construction Trades Institute and pursue a career in commercial plumbing. The committee agreed that Rick take business math and computer aided drafting to facilitate his goal. (If a Junior or Senior) DARS was contacted, but unable to attend, but Rick filled out an application during a DARS meeting on campus. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Rick's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting) The Summary of Performance was completed and given to Rick and his father.Student will live at home and participate in supported employment
Maria's interests/preferences are in the retail field. Maria will live at home and participate in supported employment. The committee agreed that Maria take the following courses to facilitate her ultimate goal of working as a retail clerk. (If a Junior or Senior) Joe Smith, DARS representative, attended the ARD/IEP committee meeting and Maria completed an application. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Maria's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee committee meeting) The Summary of Performance was completed and given to Maria and her parents. Maria will link to an agency and/or participate in a day activity or sheltered workshop.Student will link to an agency and/or participate in a day activity or sheltered workshop
Mr. and Mrs. Nguyen's preference for Tran is that he enroll in a day activities program. Tran will live at home and participate in the day program at the Center, although Tran is his own guardian, his family will remain actively involved in Tran's decision-making. MHMRA was contacted and Ellen Dunn, Tran's case worker participated in the ARD/IEP committee meeting by telephone. The Functional Vocational Assessment was completed (DOES THIS REFER TO THE PARENT/STUDENT/TEACHER INPUT FORMS AND IF SO THERE SHOULD BE 1 NAME FOR BOTH) and utilized in transition planning. Since Tran was unable to assist in completing the student input form, a functional vocational evaluation was completed by Sue Short, Tran's teacher. Monitoring of transition plans will be accomplished through report cards and IEP review during Tran's annual ARD/IEP committee meetings. (If this is a graduation ARD/IEP committee meeting). The Summary of Performance was completed and given to Tran and his parents.STATE PERFORMANCE PLAN INDICATORS
State Performance Plan Indicator 13
“Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student’s transition services needs.
There also must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.”
State Performance Plan Indicator 14
“Percent of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were: enrolled in higher education within one year of leaving high school, enrolled in higher education or competitively employed within one year of leaving high school or enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school.“
SPP Indicator 14 – Definitions
Forms
Resources